The purpose of this study is to compare the traditional practice using phonetic analysis method to a drawing and gesturally cued method of reading and writing to determine which method is more effect in enhancing the reading and writing of primary students with MR. When we synthesize theoretical studies first, phonetic analysis method is not appropriate to the primary students. second, drawing and gestural cued method are naturally motivating learning activities in beginning reading and writing instructions. so there would be necessary to have more comparative studies to obtain more effective methods on reading and writing.